Financial Compensation for Grades (Group B)

After reading the article and Kathryn (http://kstocza2.blogspot.com/) and Allison's (http://pdpillini.blogspot.com/ ) responses, many obvious and not so obvious objections to the plan come to mind. In comparing both Kathryn and Allison's responses it was interesting to see that BOTH believed putting money into a college fund was a much better way of managing a financial reward rather than simply handing over cash to be spent on anything, and both were critical of the generalization and stereotype of middle class families as paying children for doing well in school, the so-called "kind of incentive that middle-class families have had for decades." Allison made a good point that this system puts a lot of pressure on teachers who are handing out the grades (although I think the requirement for compensation was passing a standardized, probably scantron, test), when parents begin to see a student's financial standing directly related to the class and, perhaps unfairly, the teacher. Kathryn, in addition, makes an excellent point in that the system seems like it increases motivation to get good grades, but it does not deviate from the problems of the NCLB system in ensuring that students actually learn and develop rather than simply regurgitate during a pen and paper test.
I would like to contribute to the opposition that this moves to completely eradicate intrinsic motivation from classrooms and, possibly, society. If kids cannot motivate themselves for something as personally rewarding as education without financial compensation, where will it end? The most menial tasks and requests will require some form of payment, i.e. "could you please pass me a napkin?"--"How much will you give me if I do?" The system is a coin flip, while the premise seems advantageous or potentially gratifying as well as completely absurd at the same time.
On the other hand, who knows? Maybe, this is a very (very, very) preliminary step to universally free post-secondary education (with the implementation and stipulation that the compensatory funds received go towards college advancement). At this point in time and with the limited insight of hardly any long-term, consequential data or in-depth funding plan, I must say this whole thing seems like a pretty half-baked, hair-brained scheme (but, then again, it is an "educational" "plan" in the era of NCLB).